ERIC Number: ED446497
Record Type: RIE
Publication Date: 1999
Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy. Vanderbilt Issues in Higher Education.
Magolda, Marcia B. Baxter
Constructive-developmentalism is a theory of learning that incorporates two major concepts: (1) that students construct knowledge by organizing and making meaning of their experiences, and (2) that this construction takes place in the context of students' assumptions about and creation of knowledge. A gap often exists between instructor and students, making engaging students effectively a major challenge. Many college faculty struggle to engage learners meaningfully. This book is intended to help college faculty create the conditions in which students learn to construct knowledge. A constructive-developmental approach to teaching promotes self-authorship, and this document focuses on articulating structures and processes for implementing that approach. Three sections of this work cover, respectively, the need for a constructive-developmental pedagogy and the problems and promises and various forms of such pedagogy. (HB)
Descriptors: Cognitive Development, Colleges, Constructivism (Learning), Educational Methods, Epistemology, Higher Education, Individual Development, Instruction, Learning, Learning Theories, Teaching Methods, Teaching Models, Universities
Vanderbilt University Press, Nashville, Tennessee 37235; Web site: http://www.vanderbilt.edu/vupress.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A